Category: Education

Research the legal landscape (federal and state), and determine what legal protections are available to LGBTQ+ students. Reach out to your building principal, and/or Title IX coordinator to determine local procedures. Then write a paper that outlines: 
The legal position in your state (I am in Texas
Applicable federal requirements 
Local implementation procedures and ways to stay informed regarding the law.  
What challenges (legal or otherwise) might you foresee? 
Personal Approach: How will you comply with the laws in a way that respects the laws and creates a supportive and respectful learning environment for LGBTQ+students? 
An exemplary submission includes a citation of a current news article describing the case or debate. 

Using Bourdieu’s framework (preferrably symblic violence, fields, habitus and capital) to understand how intercultural education operates to sustain social advantages through relations of domination in an Australian context. 
Makre reference to the Australian Curriculum’s Intercultural understand capabilities and other components of the curriculum.
https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/intercultural-understanding?element=0&sub-element=0
Also look at other forms of social capitals like social class. 

Choose a historical event and create a timeline or concept map for the event. Search the Internet and/or other published documents for information on the event or topic. Find and read three historical fiction picture books or one novel on the event. Create a chart about how accurately and completely this book(s) tells the story of the actual historical event (e.g. websites and citations). Include a short comparison of the book(s) and the historical elements for the event. Provide personal as well as critical responses. Include the citations for the children’s books you use as well as the citations for the historically accurate information that you found on the event or topic. Submit a copy electronically in Canvas by the
due date.

From chapter 3 (pg. 38) in your “workbook” please work through the “setting goals” worksheet with your portage’” 
Textbooks: Nolan M., 2008. Mentoring Coaching and Leadership in Early Care and Education 1st edition. Cengage Learning by
Nolan M., 2008.
supporting teachers as learners : a guide for mentor and coaches in early care and education washingtong DC, American federation of teachers
(Sorry I’m not sure which textbook the worksheet is in)
Supporting Mentoring Coaching and Leadership in Early Care and Education Cengage Learning Cengage LearningNolan M., 2008. Mentoring Coaching and Leadership in Early Care and Education 

Assignment: Collaborative Leadership in Education
Standard: Demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Introduction
As aspiring educational leaders, it is essential to understand the critical role of collaborative leadership in promoting student and adult success. This assignment focuses on developing your skills and knowledge to collaboratively lead, design, and implement a school mission, vision, and continuous improvement process. We will explore key components such as data use, technology integration, equity, diversity, digital citizenship, and community engagement.
Assignment Overview
Your task is to create a comprehensive three-page assignment that addresses the following aspects:
1. Collaborative Leadership Foundations (Page 1)
Define collaborative leadership and its significance in educational settings.
Identify the stakeholders who need to be part of the collaborative process.
Why are they significant members?
Explore the benefits of collaborative decision-making and problem-solving.
Discuss how collaborative leadership contributes to student achievement and staff well-being.
2. Designing a School Mission and Vision (Page 2)
Explain the importance of a clear mission and vision for a hypothetical school.
Collaboratively develop a mission statement that reflects shared values and priorities for your hypothetical school.
Collaboratively create a compelling vision statement that inspires stakeholders and aligns with the hypothetical school’s goals.
3. Implementing Continuous Improvement Processes (Page 3)
Describe the continuous improvement cycle (Plan-Do-Study-Act) and its relevance.
Identify key data sources (quantitative and qualitative) for informed decision-making.
Propose strategies for integrating technology, promoting equity, fostering diversity, and nurturing digital citizenship.
Explore community engagement practices that enhance collaboration and strengthen school-community partnerships.
Guidelines
Incorporate and reference relevant research and scholarly articles to support your arguments.
Consider real-world examples and case studies to illustrate collaborative leadership practices.
Reflect on your own experiences and growth as a collaborative leader.
Use APA formatting for citations and references.
Remember, effective collaborative leadership is not about individual heroics; it’s about empowering a collective effort to create positive change. 
https://docs.google.com/document/d/1k9uQYikK00_iX9nPSYQXxgTPh9obW9vPuOSvmqLYIgQ/copy

I have attached the instructions, rubric, and the template for the assignment. I have also attached my last assignment which was a teachers plan (syllabus) that way you can see the subject I am teaching is strength and conditioning. 

Option 1: Teaching Portfolio
Whether you are a new teacher or have been teaching for years, a portfolio enables you to capture and document your teaching. Creating a portfolio can help you document your teaching and reflect on your beliefs, values, and practice. In addition, many people who apply for positions that involve teaching are asked to provide “evidence of teaching effectiveness.” For this project option you will create a basic portfolio that you may be able to build on and/or adapt or draw on later. Your portfolio can take the form of a blog, other kind of website or dossier.
Your portfolio should include:
a short biography and your connection with teaching
a statement of teaching philosophy that:
summarizes your beliefs and values about education, teaching and learning and a reflection on how your own experiences of education, teaching and learning have informed these beliefs and values, and
discusses a philosoph(ies) and teaching perspective(s) that best capture your views on teaching and learning
an analysis of the kinds of pedagogies related to learning activities and student assessment you use or would use to enact your teaching philosoph(ies) and perspective(s)
a discussion about concrete ways you are working on to become a critically reflective teacher.
It is essential that you draw on relevant course materials and additional resources (with proper citations) to inform your reflection, analysis, and discussion throughout your teaching portfolio. Use at least three course materials and two additional resources (optional course materials or self-directed researched materials).
Regardless of the format you choose for your portfolio (blog, other kind of website or dossier), your portfolio should include written text, visuals, and may include videos/audios. While you can organize the portfolio as you wish, it should have at least 3-5 separate, linked webpages (in a blog, other kind of website) or sections (in a dossier) and be 1,200–1,500 words (see the Late Assignments and Word Limits section about the penalty for going under or over the word limit).
What to submit? For the blog/website, submit only the link to the portfolio. Please do not upload a video file in Canvas. For the dossier, submit it as a Word file of the portfolio – no PDF files, please!
Assessment Criteria
Address all the elements listed above.
Demonstrate evidence of accuracy and depth of understanding, analysis, and insights (moving beyond description).
Connect with course ideas and draw on course materials and additional resources in an effective and meaningful way.
Make an effective use of a variety of visuals and/or videos/audios to enhance its quality and make it look appealing (it is not necessary to include visuals if your portfolio is a dossier format).
Well organized/presented and easy to follow, with a proper cover page included.
The text is clearly written, proofread, and edited.
In-text citations and references follow correct APA style (see the References section for a resource on APA style).
Course material: 
Kee, Y. (2007). Adult learning from a Confucian way of thinking. In S. B. Merriam (Ed.), Non-western perspectives on learning and knowing (pp. 153-172). Malabar, FL: Krieger Publishing Co.
Nafukho, F. M. (2006). Ubuntu worldview: A traditional African view of adult learning in the workplace. Advances in Developing Human Resources, 8(3), 408-415.
Nave, L. (Host). (2020, August 4). Whole-student learning online with Michelle Pacansky-Brock (No.42) [Audio podcast episode]. In Think UDL. https://thinkudl.org/episodes/whole-student-learning-online-with-michelle-pacansky-brockLinks to an external site.
Raffo, D. M., Brinthaupt, T. M., Fisher, L. S., & Garnder, J. G. (2020). The courage to teach well online. Transformative Dialogues: Teaching and Learning Journal, 13(2) 35-45.
Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 120, 7-18.
Hanson, C., & Jaffe, J. (2020). Chapter 36: Decolonizing adult education. In T. S. Rocco, M. C. Smith, R. C. Mizzi, L. R. Merriweather, & J. D. Hawley (Eds.), The handbook of adult and continuing education (pp. 341-349). Sterling, VA: Stylus Publishing.

SCHOOL BOARD OBSERVATION ASSIGNMENT:
Assignment:
Students you are to attend a School Board in person or virtually. Your assignment is to write a School Board Observation Report. The School Board Observation Report should be approximately two to three double-spaced typed pages to discuss your observations and reactions to the school board meeting.
Part I: Overview of the meeting:
Your overview should address
A brief description of the people present at the meeting, both on the board and in the audience.
An overview of the items on the agenda for that meeting. 
A brief description of any noteworthy occurrences during the open session of the meeting. 
What public school-community relations did you observe? 
Part II: Reaction and Reflection:
You should state your reactions and reflections on the meeting. School board meetings are often forums for intense discussion and debate. For this assignment, we would like you to write a reflective reaction to either the meeting in general or to a specific board agenda item.
HISD Board Meeting Link: 

Instructions
Standard 4: Demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
Standard 5: Demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
Session Three Resources
Watch
Session 3 Video Overview (1:13)
Required reading and referencing:
Principal Communication Tips
Seven Norms of Collaboration(NOC)
“The Art of School Leadership” Hoerr, 2005-
“Promoting Collegiality”  pg 20-34
“Diversity in Schools”  pg 140-142
“Personal Commitment to Diversity” pg 150-158
Read: (Select at least two to reference in your work)
What is a Professional Learning Community 
Effective Communication
The Power of the One-Page Strategic Plan
Collaboration Success Criteria and Checklist Collaboration Communication
Submission requirements
4 pages in length – if it’s any more than this, please revise
Citations do not count in the page length
12 point Arial
One-inch margins
Single-spaced
Insert Header that includes 
Header must include last name, first name, role, assignment title as stated
Collaborative Decision
Supporting and Growing Teacher Leaders
Standard 7: Demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
Session Three Resources
Watch
Session 3 Video Overview (1:13)
Read:
What is a Professional Learning Community 
Five Steps to Developing Teacher Leaders 
Effective Communication
Principal Communication Tips
Seven Norms of Collaboration(NOC)
The Power of the One-Page Strategic Plan
“The Art of School Leadership” Hoerr, 2005-
“Promoting Collegiality”  pg 20-34
“Supervision”  pg 43-46
“Evaluating Teacher Growth” pg 87-102
“Diversity in Schools”  pg 140-142
“Personal Commitment to Diversity” pg 150-158
Creating and utilizing teacher leaders is one way to achieve all of the above standards. Teacher leaders can support your work, take on some of the load for you, and position them into possibly exploring other avenues of leadership. 
Scenario:
You are the principal of a 1200 student middle school in a large suburban school district.  Due to the size of your school, you are realizing that things are slipping through the cracks and that you are struggling to attend to all the needs of the building.  One thing you notice is that both of your assistant principals are burdened with teacher evaluations and student discipline. 
On top of all of your other responsibilities, you are charged with instructional leadership in your school.  Knowing that the task is overwhelming, you would like to invite some of your staff members to take a bigger role in leading initiatives that can be handed off to staff.
To create a collaborative community and to alleviate some of the issues you plan to approach staff members about taking the lead on some of the curricular initiatives from a “grassroots” level. 
However, you notice that each of the selected are quite apprehensive regarding taking on leadership responsibilities.  One teacher confides that while they really enjoy their job, they would never want to be in a position of leadership where peers felt they had to “listen” to their advice/guidance.  Another shares that she is not interested in this opportunity because she likes to be told what to do and does the best she can, but she also does not want to be in a position where she has to focus on telling others what to do.  Yet another teacher is excited and interested to help, but is young and nervous about being labeled by her colleagues as a “know-it-all” or some sort of “kiss-up”.  To top it all off, a day after you approach these individuals, the union president (who is also a teacher in your building) comes into your office and wants to chat about the new evaluation legislation.  He wants you to know that neither he nor the union, would support any sort of teacher input or interference in the process. This includes staff members who are labeled “teacher leaders or coaches” who may provide opinions on how a teacher is progressing instructionally.  Additionally, he would expect any teachers who work outside the scope of teaching students would get paid additional stipends, and those need to be negotiated and offered by seniority rank.
In light of these described issues you face, you know you need to create a shared leadership environment.  However, you also see that this is not as simple as having someone do it.  There are many stakeholders involved, as well as circumstances such as personality traits and qualities, age, and experience that affect a teacher’s ability to effectively lead.
Fixing the issues
Your task:
Identify a detailed plan of action for helping this school succeed through assisted leadership.
Copy the outline and paste it into the discussion field. Type in your responses. 
Identify strategies that you might incorporate to help you approach, develop, and encourage teacher leaders. 
What individual traits, characteristics, and/or experiences/expertise might you consider as you plan your approach to building a team of teacher leaders?
In what way/s will you respond to the teacher union in this case? Remember, the teacher union is an integral part of much of our school processes.
Describe some effective practices of delegating that you can adopt.
Include your thoughts on how your power bases and leadership style contribute to the way in which you handled this scenario.
Include quotes from the materials and resources throughout your response.
Cite sources.

Kemampuan numerasi merupakan salah satu
keterampilan dasar yang sangat penting bagi siswa sekolah dasar. Numerasi tidak
hanya mencakup kemampuan untuk menghitung, tetapi juga melibatkan pemahaman
konsep matematis yang lebih luas serta kemampuan untuk menerapkan pengetahuan
tersebut dalam berbagai konteks kehidupan sehari-hari . Di Indonesia,
kompetensi numerasi menjadi salah satu fokus utama dalam pendidikan dasar,
sesuai dengan kurikulum yang menekankan pada penguasaan matematika sebagai
pondasi penting bagi perkembangan keterampilan kognitif siswa .